Jose’ Picardo, describes himself in his blog: “I am a Assistant Principal at Surbiton High School, where I teach Modern Foreign Languages and I am in charge of developing the school’s digital strategy, which can be summarised as follows: ensuring the integration of technologies that enable and facilitate teaching and learning into the life of the school and its wider community….”
Jose’ Picardo commented on a two-part post on my technology integration project. He gave me permission to use his comment. In Picardo’s comment he included a three-minute video about different classrooms in Surbiton High School, outside of London. The video shows the range of usage in both high- and low-tech tools across academic and non-academic subjects.
I’ve recently led the adoption of tablets across our school in a suburb of London, UK. Depending on who you ask, we’re either incredibly innovative or completely foolish.
Perhaps surprisingly then, I’ve always been very sceptical of claims of transformation when it comes to the adoption of technology in schools. Throughout the deployment of our 1:1 tablet programme one thing above all was always present on our minds: There is no app for great teaching.
From the start, some of the myths that we found ourselves dispelling most often were that technology would substitute teachers; that tablets would stop children from writing; and that we were somehow giving up on rigour and in to edutainment. As if mobile technology and high academic standards were somehow mutually exclusive.
Anticipating my seminar at BETT yesterday, I had asked a colleague, who is a dab hand at filming and editing, to go round the school and film instances of tablets being used in lessons (if they were being used), so we can paint an accurate picture of how they are used, as opposed to how some folk assume they are being used.(see video at: https://vimeo.com/152408282 )
It is actual lesson footage. Nothing was ‘put on’ for the camera. If you have time to watch this 3 min video, you will notice how students weave seamlessly between tablet and paper. Tablets are not substituting paper or preventing children from learning how to handwrite.
The teacher is still the ‘sage on the stage’ most of the time. Students are still students. They are still mostly sitting in rows. Some would argue that if tablets have not transformed the classroom beyond this traditional paradigm, then what is the point? But when you tailor into the equation the multiple ways in which mobile devices support teaching and learning (in the classroom and beyond), then their value begins to become more apparent.
Our school is a great school by all measures. Our results and inspection reports confirm this. Tablets have not yet been shown to have had a great impact on exam results (to early to tell) but, to be honest with you, we will not be surprised if exam results are not dramatically improved by the adoption of these devices. Having said that, our current data leads us to expect a modest improvement.
At the end of the day, the decision to use tablet to support teaching and learning when appropriate was a value call. Good luck measuring that!
While I have no idea how representative Jose Picardo’s video and his comment are of other UK schools that have integrated new technologies into their daily classroom routines, both the comment and video illustrate two points that I have observed in U.S. classrooms over the past few decades. First, no “transformation” in teaching has occurred (see third paragraph from end of Picardo’s comment). Second, the perpetual hope that use of new technologies will improve “exam” results (see next-to-last paragraph of comment).
Both of these points capture the current climate for adopting and integrating tablets and hand-held devices into U.S. classroom instruction. In the technology project I am just beginning, I stay away from linking usage of hardware/software to student achievement for the simple reason that if instruction stays pretty much the same after high-tech devices and applications are regularly used, then chances of gains (or losses) in how much students learn, as measured by existing tests, are slim to non-existent. If teaching is, indeed, linked to student learning then noticeable changes in teaching have to occur for that learning to improve. And that is why in my current project, I focus on how teachers teach in classrooms, schools, and districts where technology integration has been identified by multiple individuals and agencies rather than how students perform on tests.